This handbook contains reduced pages of the student book for easy reference together with suggested lesson plans, additional stimulus for topics and assessment support. Additional assessment options and a full structure map of the Stepping Stones series are available via our website: http://caribbean.pearson.com/stepping stones Which Stepping Stones products should I be using in my classroom? Stepping Stones Student Book
Stepping Stones Reading Support
Barbados
Trinidad and Tobago
Jamaica
K
Red and Orange level readers
Reception
Kindergarten
Infant 1
Kindergarten
1
Yellow and Green level readers
Infant A
Grade 1
Infant 2
Grade 1
2
Blue and Purple level readers
Infant B
Grade 2
Standard 1
Grade 2
3
Anthology One
Class 1
Grade 3
Standard 2
Grade 3
4
Anthology Two
Class 2
Grade 4
Standard 3
Grade 4
5
Anthology Three
Class 3
Grade 5
Standard 4
Grade 5
6
Anthology Four
Class 4
Grade 6
Standard 5
Grade 6
OECS*
nd ha bo
K
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Stepping Stones is a complete literacy and language arts series designed specifically for Caribbean children. The course includes: • seven levels of student books and teacher handbooks that provide complete primary curriculum coverage. • four anthologies to provide extra reading practice for the top four levels of the course. • a six-levelled structured reading programme to support children learning to read. • interactive digital support.
An integrated primary literacy and language arts course for the Caribbean
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TEACHER HANDBOOK K
Stepping Stones Teacher Handbook K
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An integrated primary literacy and language arts course for the Caribbean
TEACHER HANDBOOK K
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* OECS includes the following territories: Anguilla, Antigua & Barbuda, British Virgin Islands, Dominica, Grenada, Montserrat, St Kitts & Nevis, St Lucia, St Vincent & the Grenadines.
www.pearson.com/caribbean
Nick Coates
Scope and sequence
Term 1
Unit Topic
Reading and comprehension
Listening and speaking
Working with words
Grammar
LWriting
Unit Topic
Reading and comprehension
Listening and speaking
• Instructions (using imperatives, e.g. point to)
• Left-right hand movement • Straight lines • Trace patterns
16
To market
• Sight read • Read poem • Initial and final /d/ • Blend sounds to make CVC words
• Discuss market shopping • Turn-taking • Ask for clarification • Recite poem with rhythm • Rhyme and tongue twister
17
Playtime
• Predict topic from illustrations • Sight read • Short sentences • Initial /r/ • Blend sounds to make CVC words
18
Hands up
1
Abi and Cal • Handle books • ‘Read’ a picture • Sight read names • Identify and match objects • Left-right eye movement
• Exchange information (names) • Classroom objects • Sing a song
2
Good morning
• Sight read words and phrases • Left-right eye movement • Identify and discriminate between objects
• Use greetings • Sing a short song • Talk about a picture
• Classroom objects and people
3
About me
• Read a picture • Sight read • Identify and discriminate by size
• Recite poem • Rhyme • Perform action poem • Follow instructions
• Classroom activities • Instructions (using imperatives – clap your … touch your … etc.)
• Greetings (good • Straight lines morning, goodbye)
Pigeon peas • Numerals 1–10 • Match number and objects • Discriminate between objects
• Talk about food • Count 1–10 • Perform action rhyme • Alliteration
• Food
• Do you like ...? Yes, • Circles I do/No, I don’t.
5
Making friends
• Alphabet song • Sight read • Match names
• Listen to identify people • Sing a song
• Names
• Introductions – I am …/This is …
• Names • Looping lines • Draw/colour shapes
6
Listen
• Match individual items to group • Sight read • Initial /s/
• Name animals • Match animals and noises • Perform story • Sing a song
• Animals
• They are ... • Plurals with ‘s’
• Form ‘Ss’
7
Little monkeys
• Sight read • Initial /b/ • Discriminate between objects and letters
• Various from poem • How many ... are • Count 1–10 • Recite poem (sing a song) with there? rhythm • There is.../There • Rhyme are ... + plural ‘s’
8
Is it different?
• Identify differences in pictures • Sight read • Initial /p/
• Sing two action songs • Ask and answer questions
9
Here is the Turtle
• Sight read • Initial /t/
• Listen and put pictures in order • Animals • Recite/perform action poem • Rhyme
LWriting
• Fruit and vegetables
• Question forms
• Form ‘Dd’ • Form three-letter word • Draw and describe a market
• Identify main points • Retell story • Continue a story
• Various from story
• Present continuous • Form ‘Rr’ • Form three-letter word tense (including • Draw and write about next negative) stage of story
• Read a poem • Sight read • Initial and medial short /i/ • Blend sounds to make CVC words
• Recite and perform action poem • Rhyme • Put pictures in sequence • Describe physical actions
• Verbs of action
• Present continuous • Form ‘Ii’ • Form short word tense (for describing action) • Draw and describe an action
• Match letters with initial sounds • Short sentences • Initial and final /l/
• Recite alliterative poem • Describe routine and regular meals
• Food • Adjectives (to describe food)
• Present simple tense (for daily routine)
20 Road Safety
• Sight read • Short sentences • Environmental print • Initial and medial short /u/ • Blend sounds to make CVC words
• Identify main points • Discuss road safety • Act out a story • Demonstrate road safety
• Forms of transport • Present simple tense (for daily routine)
• Form ‘Uu’ • Form short word • Guided sentences
21
Day and night
• Identify genre, title and author • Predict topic of poem • Sight read • Read poems aloud • Initial /f/ • Blend to make CVC words
• Recite poems • Rhyme • Express and compare opinions • Discuss stories, games and activities
• Antonyms
• Present simple tense (for habits)
• Form ‘Ff’ • Form short word • Draw and write caption
22
Where Shall • Predict topic from illustrations I Go? • Short sentences • Initial and final /g/ • Blend to make CVC words
• Identify main points • Identify characters • Interpret tone of voice • Retell and act out story
• Various from story
• Prepositions in, on, • Form ‘Gg’ • Form short words under, near • Draw and write alternative ending
23
Robot fun
• Identify text-type, title and author • Sight read • Read poem aloud • Initial /k/ • Blend to make CVC words
• Recite poem • Rhyme • Express opinions • Give and follow directions
• Various from poem • Imperatives for directions
Can Help 24 IYou
• Predict topic from illustrations • Identify character, setting and plot • Short sentences • Final /k/ • Sound out and blend
• Identify main points and put pictures in order • Retell story • Act out story • Talk about ability
• Various from story
• can/can’t (to describe ability)
25
• Recite poems • Identify text-type, title and • Compare poems author • Predict topic from illustrations • Develop a poem • Sight read • Blend to make CVC words • Alphabetical order (lower case)
• Verbs from poem
• Creole vs. Standard • Write poem (collaborative English writing) • Form ‘Vv’ and ‘Ww’ • Form short word • Initial letters of words
and 26 Ant bird
• Identify main points • Predict plot from illustrations • Identify characters, setting and • Retell story • Discuss missing text plot • Short sentences • Three-letter words • Alphabetical order (lower case)
• Synonyms
• A and an
27
• Identify characters and plot • Questions and answers • Decode CVC words • Alphabetical order (capitals)
• Household tasks
• Who will ...? I will/ • Draw a new scene and write won’t. Not me. speech bubbles • Form ‘Xx’, ‘Yy’ and ‘Zz’ • Three-letter words as labels
Looking back 2
19
• Form ‘Pp’
• Is/are • Here is the .../Here are the ... • Plural ‘s’
• Form ‘Tt’
10
Simon Says
• Sight read • Initial and medial short /a/ • Blend sounds to make CVC words
• Follow instructions • Answer questions on an oral text • Role play story
• Classroom instructions
• Classroom commands (using imperatives)
• Form ‘Aa’ • Form three-letter word • Draw and describe (inventive spelling)
11
I like red
• Follow lines to solve a puzzle • Sight read • Initial and medial short /e/ • Blend sounds to make CVC words
• Answer questions on an oral text • Express preference (colours)
• Colours
• What colour is it? It’s ... • What colour do you like? I like ...
• Form ‘Ee’ • Form three-letter word • Complete a sentence
• Sight read • Short sentences • Initial /n/ • Blend sounds to make CVC words
• Sing a song • Describe what people are wearing
• Clothes and colours • Present continuous • Form ‘Nn’ tense (for actions • Form three-letter word and am/is/are • Draw and describe (inventive spelling) wearing)
• Short sentences • Sight read • Initial /m/ • Blend sounds to make CVC words
• Sing a song • Recite poems • Rhyme
Term 2
A big red hat
13
My body
14
The Old Cat • Predict content from illustrations • Sight read • Short sentences • Initial /h/ • Blend sounds to make CVC words
• Antonyms • Identify main points • Various from story • Identify characters • Retell story • Dramatise story • Develop alternative ending for a story
Look! Look! • Predict content from illustrations • Sight read • Short sentences • Initial a and medial short /o/ • Blend sounds to make CVC words
• Identify main points • Interpret tone of voice • Retell story • Compare stories • Describe position
15
iv
• Parts of body
• Various from story
• This is/these are
Term 3
Looking back 1
12
My breakfast
• Form ‘Bb’
• What’s this? What are they? It’s a … They are …
Fishing
• Form ‘Mm’ • Form three-letter word • Label diagram
• Present continuous • Form ‘Hh’ • Form three-letter words tense (questions • Draw and write about ending of and answers) story
• Prepositions in, on, • Form ‘Oo’ • Form three-letter words under • Draw and describe pets
Working with words
Grammar
• Wavy lines
4
• Classroom objects and people
Scope and sequence
Little red hen
• Identify main points, and put pictures in order • Retell story • Act out story • Ask for help, and respond
• Draw and write alliterative phrases • Form ‘Ll’ • Form short word
• Form ‘Cc’ and ‘Kk’ • Illustrate and write new verse for poem
• Form ‘ck’ • Form short words • Illustrate and write sentence about a favourite story
• Complete the story (speech bubble and caption) • Form ‘Jj’ and ‘Qq’
Looking back 3
v
Scope and sequence
Term 1
Unit Topic
Reading and comprehension
Listening and speaking
Working with words
Grammar
LWriting
Unit Topic
Reading and comprehension
Listening and speaking
• Instructions (using imperatives, e.g. point to)
• Left-right hand movement • Straight lines • Trace patterns
16
To market
• Sight read • Read poem • Initial and final /d/ • Blend sounds to make CVC words
• Discuss market shopping • Turn-taking • Ask for clarification • Recite poem with rhythm • Rhyme and tongue twister
17
Playtime
• Predict topic from illustrations • Sight read • Short sentences • Initial /r/ • Blend sounds to make CVC words
18
Hands up
1
Abi and Cal • Handle books • ‘Read’ a picture • Sight read names • Identify and match objects • Left-right eye movement
• Exchange information (names) • Classroom objects • Sing a song
2
Good morning
• Sight read words and phrases • Left-right eye movement • Identify and discriminate between objects
• Use greetings • Sing a short song • Talk about a picture
• Classroom objects and people
3
About me
• Read a picture • Sight read • Identify and discriminate by size
• Recite poem • Rhyme • Perform action poem • Follow instructions
• Classroom activities • Instructions (using imperatives – clap your … touch your … etc.)
• Greetings (good • Straight lines morning, goodbye)
Pigeon peas • Numerals 1–10 • Match number and objects • Discriminate between objects
• Talk about food • Count 1–10 • Perform action rhyme • Alliteration
• Food
• Do you like ...? Yes, • Circles I do/No, I don’t.
5
Making friends
• Alphabet song • Sight read • Match names
• Listen to identify people • Sing a song
• Names
• Introductions – I am …/This is …
• Names • Looping lines • Draw/colour shapes
6
Listen
• Match individual items to group • Sight read • Initial /s/
• Name animals • Match animals and noises • Perform story • Sing a song
• Animals
• They are ... • Plurals with ‘s’
• Form ‘Ss’
7
Little monkeys
• Sight read • Initial /b/ • Discriminate between objects and letters
• Various from poem • How many ... are • Count 1–10 • Recite poem (sing a song) with there? rhythm • There is.../There • Rhyme are ... + plural ‘s’
8
Is it different?
• Identify differences in pictures • Sight read • Initial /p/
• Sing two action songs • Ask and answer questions
9
Here is the Turtle
• Sight read • Initial /t/
• Listen and put pictures in order • Animals • Recite/perform action poem • Rhyme
LWriting
• Fruit and vegetables
• Question forms
• Form ‘Dd’ • Form three-letter word • Draw and describe a market
• Identify main points • Retell story • Continue a story
• Various from story
• Present continuous • Form ‘Rr’ • Form three-letter word tense (including • Draw and write about next negative) stage of story
• Read a poem • Sight read • Initial and medial short /i/ • Blend sounds to make CVC words
• Recite and perform action poem • Rhyme • Put pictures in sequence • Describe physical actions
• Verbs of action
• Present continuous • Form ‘Ii’ • Form short word tense (for describing action) • Draw and describe an action
• Match letters with initial sounds • Short sentences • Initial and final /l/
• Recite alliterative poem • Describe routine and regular meals
• Food • Adjectives (to describe food)
• Present simple tense (for daily routine)
20 Road Safety
• Sight read • Short sentences • Environmental print • Initial and medial short /u/ • Blend sounds to make CVC words
• Identify main points • Discuss road safety • Act out a story • Demonstrate road safety
• Forms of transport • Present simple tense (for daily routine)
• Form ‘Uu’ • Form short word • Guided sentences
21
Day and night
• Identify genre, title and author • Predict topic of poem • Sight read • Read poems aloud • Initial /f/ • Blend to make CVC words
• Recite poems • Rhyme • Express and compare opinions • Discuss stories, games and activities
• Antonyms
• Present simple tense (for habits)
• Form ‘Ff’ • Form short word • Draw and write caption
22
Where Shall • Predict topic from illustrations I Go? • Short sentences • Initial and final /g/ • Blend to make CVC words
• Identify main points • Identify characters • Interpret tone of voice • Retell and act out story
• Various from story
• Prepositions in, on, • Form ‘Gg’ • Form short words under, near • Draw and write alternative ending
23
Robot fun
• Identify text-type, title and author • Sight read • Read poem aloud • Initial /k/ • Blend to make CVC words
• Recite poem • Rhyme • Express opinions • Give and follow directions
• Various from poem • Imperatives for directions
Can Help 24 IYou
• Predict topic from illustrations • Identify character, setting and plot • Short sentences • Final /k/ • Sound out and blend
• Identify main points and put pictures in order • Retell story • Act out story • Talk about ability
• Various from story
• can/can’t (to describe ability)
25
• Recite poems • Identify text-type, title and • Compare poems author • Predict topic from illustrations • Develop a poem • Sight read • Blend to make CVC words • Alphabetical order (lower case)
• Verbs from poem
• Creole vs. Standard • Write poem (collaborative English writing) • Form ‘Vv’ and ‘Ww’ • Form short word • Initial letters of words
and 26 Ant bird
• Identify main points • Predict plot from illustrations • Identify characters, setting and • Retell story • Discuss missing text plot • Short sentences • Three-letter words • Alphabetical order (lower case)
• Synonyms
• A and an
27
• Identify characters and plot • Questions and answers • Decode CVC words • Alphabetical order (capitals)
• Household tasks
• Who will ...? I will/ • Draw a new scene and write won’t. Not me. speech bubbles • Form ‘Xx’, ‘Yy’ and ‘Zz’ • Three-letter words as labels
Looking back 2
19
• Form ‘Pp’
• Is/are • Here is the .../Here are the ... • Plural ‘s’
• Form ‘Tt’
10
Simon Says
• Sight read • Initial and medial short /a/ • Blend sounds to make CVC words
• Follow instructions • Answer questions on an oral text • Role play story
• Classroom instructions
• Classroom commands (using imperatives)
• Form ‘Aa’ • Form three-letter word • Draw and describe (inventive spelling)
11
I like red
• Follow lines to solve a puzzle • Sight read • Initial and medial short /e/ • Blend sounds to make CVC words
• Answer questions on an oral text • Express preference (colours)
• Colours
• What colour is it? It’s ... • What colour do you like? I like ...
• Form ‘Ee’ • Form three-letter word • Complete a sentence
• Sight read • Short sentences • Initial /n/ • Blend sounds to make CVC words
• Sing a song • Describe what people are wearing
• Clothes and colours • Present continuous • Form ‘Nn’ tense (for actions • Form three-letter word and am/is/are • Draw and describe (inventive spelling) wearing)
• Short sentences • Sight read • Initial /m/ • Blend sounds to make CVC words
• Sing a song • Recite poems • Rhyme
Term 2
A big red hat
13
My body
14
The Old Cat • Predict content from illustrations • Sight read • Short sentences • Initial /h/ • Blend sounds to make CVC words
• Antonyms • Identify main points • Various from story • Identify characters • Retell story • Dramatise story • Develop alternative ending for a story
Look! Look! • Predict content from illustrations • Sight read • Short sentences • Initial a and medial short /o/ • Blend sounds to make CVC words
• Identify main points • Interpret tone of voice • Retell story • Compare stories • Describe position
15
iv
• Parts of body
• Various from story
• This is/these are
Term 3
Looking back 1
12
My breakfast
• Form ‘Bb’
• What’s this? What are they? It’s a … They are …
Fishing
• Form ‘Mm’ • Form three-letter word • Label diagram
• Present continuous • Form ‘Hh’ • Form three-letter words tense (questions • Draw and write about ending of and answers) story
• Prepositions in, on, • Form ‘Oo’ • Form three-letter words under • Draw and describe pets
Working with words
Grammar
• Wavy lines
4
• Classroom objects and people
Scope and sequence
Little red hen
• Identify main points, and put pictures in order • Retell story • Act out story • Ask for help, and respond
• Draw and write alliterative phrases • Form ‘Ll’ • Form short word
• Form ‘Cc’ and ‘Kk’ • Illustrate and write new verse for poem
• Form ‘ck’ • Form short words • Illustrate and write sentence about a favourite story
• Complete the story (speech bubble and caption) • Form ‘Jj’ and ‘Qq’
Looking back 3
v
Contents Published by Pearson Education Limited, Edinburgh Gate, Harlow, Essex, CM20 2JE. www.pearsoncaribbean.com The right of Nick Coates to be identified as the author of this Work has been asserted by him in accordance with the Copyright, Designs and Patents Act, 1988. All rights reserved. No part of this publication may be reproduced in any form or by any means (including photocopying or storing it in any medium by electronic means and whether or not transiently or incidentally to some other use of this publication) without the written permission of the copyright owner, except in accordance with the provisions of the Copyright, Designs and Patents Act 1988 or under the terms of a license issued by the Copyright Licensing Agency, Saffron House, 6-10 Kirby Street, London ECIN 8TS (www.cla.co.uk). Applications for the copyright owner’s written permission should be addressed to the publisher. First published 2013 20 19 18 17 16 15 14 13 IMP 10 9 8 7 6 5 4 3 2 1 ISBN: 978-1-4479-0548-6 Text © Pearson Education Ltd 2013 Edited by Anna Woodford Designed by Amanda Easter Cover illustration by Andy Elkerton (Sylvie Poggio) Cover illustration © Pearson Education Ltd 2013 Printed in Malaysia Acknowledgements The author and publisher would like to thank the following individuals and organisations for permission to reproduce photographs: (Key: b-bottom; c-centre; l-left; r-right; t-top) Getty Images: Elisabeth Pollaert Smith 13t
Every effort has been made to contact copyright holders of material reproduced in this book. Any omissions will be rectified in subsequent printings if notice is given to the publishers. We are grateful to the following for permission to reproduce copyright material: The poem ‘New Day’ from The Very Best of Ian McMillan, Macmillan (Ian McMillan, 2001) copyright © Ian McMillan; The poem from ‘Here comes the robot’ by Michael Rosen, from Early Years Poems & Rhymes, Scholastic (compiled by Jill Bennett, 1993) p.169. Reproduced by permission of United Agents Ltd; The poem ‘Pullin’ Seine’ by Lynn Joseph, from Coconut Kind of Day: Island Poems, (edited by John Agard & Grace Nichols, 1990) copyright © 1990 by Lynn Joseph. Used by permission of HarperCollins Publishers. ‘Full Moon’ by Odette Thomas. In some instances we have been unable to trace the owners of copyright material, and we would appreciate any information that would enable us to do so.
Contents
Five pigeon peas
Scope and sequence
iv
Language strategy
vi
Introduction
x
Using Level K Approaching work Teaching techniques
1 2 3 4 5 6 7 8 9
xiv xvi xviii
Abi and Cal
1
Good morning
5
About me
9
Pigeon peas
13
Making friends
17
Listen
21
Little monkeys
25
Is it different?
29
Here is the Turtle
33
Looking back 1
37
10 11 12 13 14 15 16 17 18
Simon Says
41
I like red
45
A big red hat
49
My body
53
The Old Cat
57
Look! Look!
61
To market
65
Playtime
69
Hands up
73
Looking back 2
77
19 20 21 22 23 24 25 26 27
My breakfast
81
Road Safety
85
Day and night
89
Where Shall I Go?
93
Robot fun
97
I Can Help You
101
Fishing
105
Ant and bird
109
Little red hen
113
Looking back 3
117
Extracts
121
iii
Introduction Welcome to the Stepping Stones series. This pan-Caribbean primary literacy course develops skills across the Language Arts, so that upon completion of the series students should be equipped with the speaking, listening, reading and writing skills that they need in order to have the best chance of success in their primary exit exam and beyond.
Introduction Student Books Levels 2 – 6 are full colour, reusable student books. Students are expected to write their answers to questions in the Student Books in their exercise books. This approach develops their ability to work from multiple books at once.
How was the series developed? We wanted to ensure that the material we created worked in your classrooms. We trialled sample material in schools across Trinidad and the Eastern Caribbean for use during Language Arts lessons to see how the content worked in practice. We developed it following feedback, and then tried it out again in schools, so that we could develop it some more. We spoke to educators including teachers, teacher trainers, ministries and researchers. And of course, we spoke to students. The series has multiple components designed to teach the Language Arts through a variety of methods. These include:
4
The Discovery
Working with words Choosing words carefully
Write- in Workbooks
The author describes the setting so that we can imagine what it is like. Sometimes, the author uses the senses to help us to picture the setting.
Levels K and 1 are full colour workbooks that integrate all areas of the Language Arts. They are designed to be write-in resources so that students can develop their penmanship skills through activities such as ‘trace and write’.
1
Read the story The Discovery again and write words that describe the setting in your exercise book.
2 Write the definition next to each word. 3 Use a dictionary to help you if you aren’t sure what a word means.
Grammar Simple sentences A verb is a doing word. A sentence must have a verb. Simple sentences have a subject and a verb. The subject is the person or thing doing the action.
Past tense Stories are usually written in the past tense because they are about something that has already happened. 2 Janelle has started to write a story but she is finding it hard to write in the past tense. Can you help her by changing the verbs that are shown in bold into the past tense?
The dog runs down the beach and barks at the waves. “Come back!” Nathaniel shouts. The dog turns towards him and wags its tail. Nathaniel walks up to the dog and clips the lead on to its collar. “Right, we’re going home,” Nathaniel says. The pair walk back up the beach and head for home.
Joseph ran along the beach. Joseph is the subject. Ran is the verb. A singular subject needs a singular verb: He plays football. A plural subject needs a plural verb: They are playing football. 1
Write out these sentences, choosing the correct verb. a) b) c) d) e)
21
x 9781447905486_STST_PREL_rev.indd 10-11
The cat (sleep/sleeps) in the sunshine. They (go/goes) to the beach. The old men (sits/sit) on the bench. It (rains/rain) every afternoon. The sun (shines/shine) all day.
Regular and irregular verbs To make the past tense, we usually add –ed to the verb. These are regular verbs. Call becomes called. When a verb ends in a single consonant, we double the last letter before adding –ed. Stop becomes stopped. If a verb ends in y, we change this to i before adding –ed. Hurry becomes hurried. Sometimes, we change the verb completely. These are irregular verbs. Run becomes ran. Bend becomes bent.
22
xi 23/01/2013 16:50
Introduction Welcome to the Stepping Stones series. This pan-Caribbean primary literacy course develops skills across the Language Arts, so that upon completion of the series students should be equipped with the speaking, listening, reading and writing skills that they need in order to have the best chance of success in their primary exit exam and beyond.
Introduction Student Books Levels 2 – 6 are full colour, reusable student books. Students are expected to write their answers to questions in the Student Books in their exercise books. This approach develops their ability to work from multiple books at once.
How was the series developed? We wanted to ensure that the material we created worked in your classrooms. We trialled sample material in schools across Trinidad and the Eastern Caribbean for use during Language Arts lessons to see how the content worked in practice. We developed it following feedback, and then tried it out again in schools, so that we could develop it some more. We spoke to educators including teachers, teacher trainers, ministries and researchers. And of course, we spoke to students. The series has multiple components designed to teach the Language Arts through a variety of methods. These include:
4
The Discovery
Working with words Choosing words carefully
Write- in Workbooks
The author describes the setting so that we can imagine what it is like. Sometimes, the author uses the senses to help us to picture the setting.
Levels K and 1 are full colour workbooks that integrate all areas of the Language Arts. They are designed to be write-in resources so that students can develop their penmanship skills through activities such as ‘trace and write’.
1
Read the story The Discovery again and write words that describe the setting in your exercise book.
2 Write the definition next to each word. 3 Use a dictionary to help you if you aren’t sure what a word means.
Grammar Simple sentences A verb is a doing word. A sentence must have a verb. Simple sentences have a subject and a verb. The subject is the person or thing doing the action.
Past tense Stories are usually written in the past tense because they are about something that has already happened. 2 Janelle has started to write a story but she is finding it hard to write in the past tense. Can you help her by changing the verbs that are shown in bold into the past tense?
The dog runs down the beach and barks at the waves. “Come back!” Nathaniel shouts. The dog turns towards him and wags its tail. Nathaniel walks up to the dog and clips the lead on to its collar. “Right, we’re going home,” Nathaniel says. The pair walk back up the beach and head for home.
Joseph ran along the beach. Joseph is the subject. Ran is the verb. A singular subject needs a singular verb: He plays football. A plural subject needs a plural verb: They are playing football. 1
Write out these sentences, choosing the correct verb. a) b) c) d) e)
21
x 9781447905486_STST_PREL_rev.indd 10-11
The cat (sleep/sleeps) in the sunshine. They (go/goes) to the beach. The old men (sits/sit) on the bench. It (rains/rain) every afternoon. The sun (shines/shine) all day.
Regular and irregular verbs To make the past tense, we usually add –ed to the verb. These are regular verbs. Call becomes called. When a verb ends in a single consonant, we double the last letter before adding –ed. Stop becomes stopped. If a verb ends in y, we change this to i before adding –ed. Hurry becomes hurried. Sometimes, we change the verb completely. These are irregular verbs. Run becomes ran. Bend becomes bent.
22
xi 23/01/2013 16:50
Introduction
Introduction
Teacher Handbooks
Anthologies
The Teacher Handbooks underpin all of the components of the course and give the classroom teacher sample lesson plans and advice on integrating the additional reading components into lessons. Each double-page spread contains a smaller version of the Student Book pages, with annotated lesson plans around these, so that the teacher only needs access to one book for instruction.
Levels 3 – 6 of the course are accompanied by anthologies. These can be used for additional reading practice. There are no comprehension activities in the anthologies as they have been designed to promote reading for pleasure. However, the teacher handbooks for these levels contain additional teaching and assessment ideas relating to the anthology should these be required for class work.
6
6 Listen
Listen
Listen
Listen
1 Guide students to find page 17 in the usual way. Look at the pictures on the left and elicit the names of the animals. Ask: What is it? and elicit answers using It’s a ... . Use technique 1 on page xviii to move to pair practice. 2 Introduce talking about more than one of an item (plurals) by using some common classroom objects. Hold up a pencil and say: This is a pencil. Then hold up a few pencils and say: These are pencils. Repeat with other objects. Do some repetition practice – emphasise the final ‘s’. Explain that when we are talking about more than one item we use ‘s’ at the end (this may be difficult if the students are used to other ways of expressing plurals in their dialect or Creole). 3 Now introduce the groups of animals on the right of the page. Point to each in turn and say: They are dogs/cats, etc. 4 Do repetition practice with the sentences – emphasise the final ‘s’. Then introduce the question What are they? as you point to each group. Use technique 1 on page xviii again to lead into pair practice.
Match the animals
match individual items to group: sight read: initial /s/
Draw lines from left to right.
name animals: match animals and noises: perform story: sing a song animals
cows
dog
They are ... : plurals with ‘s’
form letters ‘Ss’
goats
cat Lesson 1 By the end of this lesson, students should be able to: • identify animals in a picture to show comprehension of an oral text • name some animals • identify the sounds of some animals and associate them with their origin. Teaching aids: Student Book page 16. 1 Guide students to find page 16 in the usual way. Look at the picture and elicit/teach the names of the animals. Tell them to point to the dog, cat, etc. Make sure they know the word farmer. 2 Elicit the sounds some of the animals make. 3 Read the text Listen to the Animals (page 124). Tell students to listen carefully to the story as they look at the picture. Tell them to point to the appropriate animal for each part of the story. Stop after each stage and check the students are pointing to the correct animal. Let them make the sound. 4 Read the story again slowly several times and encourage the students to join in with the repetition and the sounds.
cow
hens
goat
dogs
hen
cats
16
Lesson 2 By the end of this lesson, students should be able to: • act out the story • sing a song. Teaching aids: Student Book page 16. 1 Divide up the class into six groups and give them the part of one of the animals each. Read through the story again, pausing for the groups to make the animal noises. Play the part of the farmer yourself. 2 Work with groups of six students with them playing the part of one animal each. Act out the story with ‘snake’ behind you.
17
3 Teach the song Old MacDonald’s Farm (page 125). Start with the names of the animals from the story but add others that the students might suggest or know, e.g. duck: “quack, quack”.
Lesson 3 By the end of this lesson, students should be able to: • talk about more than one item using They are … • use final ‘s’ to indicate plurals. Teaching aids: Student Book page 17.
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Introduction
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Introduction
Introduction
Teacher Handbooks
Anthologies
The Teacher Handbooks underpin all of the components of the course and give the classroom teacher sample lesson plans and advice on integrating the additional reading components into lessons. Each double-page spread contains a smaller version of the Student Book pages, with annotated lesson plans around these, so that the teacher only needs access to one book for instruction.
Levels 3 – 6 of the course are accompanied by anthologies. These can be used for additional reading practice. There are no comprehension activities in the anthologies as they have been designed to promote reading for pleasure. However, the teacher handbooks for these levels contain additional teaching and assessment ideas relating to the anthology should these be required for class work.
6
6 Listen
Listen
Listen
Listen
1 Guide students to find page 17 in the usual way. Look at the pictures on the left and elicit the names of the animals. Ask: What is it? and elicit answers using It’s a ... . Use technique 1 on page xviii to move to pair practice. 2 Introduce talking about more than one of an item (plurals) by using some common classroom objects. Hold up a pencil and say: This is a pencil. Then hold up a few pencils and say: These are pencils. Repeat with other objects. Do some repetition practice – emphasise the final ‘s’. Explain that when we are talking about more than one item we use ‘s’ at the end (this may be difficult if the students are used to other ways of expressing plurals in their dialect or Creole). 3 Now introduce the groups of animals on the right of the page. Point to each in turn and say: They are dogs/cats, etc. 4 Do repetition practice with the sentences – emphasise the final ‘s’. Then introduce the question What are they? as you point to each group. Use technique 1 on page xviii again to lead into pair practice.
Match the animals
match individual items to group: sight read: initial /s/
Draw lines from left to right.
name animals: match animals and noises: perform story: sing a song animals
cows
dog
They are ... : plurals with ‘s’
form letters ‘Ss’
goats
cat Lesson 1 By the end of this lesson, students should be able to: • identify animals in a picture to show comprehension of an oral text • name some animals • identify the sounds of some animals and associate them with their origin. Teaching aids: Student Book page 16. 1 Guide students to find page 16 in the usual way. Look at the picture and elicit/teach the names of the animals. Tell them to point to the dog, cat, etc. Make sure they know the word farmer. 2 Elicit the sounds some of the animals make. 3 Read the text Listen to the Animals (page 124). Tell students to listen carefully to the story as they look at the picture. Tell them to point to the appropriate animal for each part of the story. Stop after each stage and check the students are pointing to the correct animal. Let them make the sound. 4 Read the story again slowly several times and encourage the students to join in with the repetition and the sounds.
cow
hens
goat
dogs
hen
cats
16
Lesson 2 By the end of this lesson, students should be able to: • act out the story • sing a song. Teaching aids: Student Book page 16. 1 Divide up the class into six groups and give them the part of one of the animals each. Read through the story again, pausing for the groups to make the animal noises. Play the part of the farmer yourself. 2 Work with groups of six students with them playing the part of one animal each. Act out the story with ‘snake’ behind you.
17
3 Teach the song Old MacDonald’s Farm (page 125). Start with the names of the animals from the story but add others that the students might suggest or know, e.g. duck: “quack, quack”.
Lesson 3 By the end of this lesson, students should be able to: • talk about more than one item using They are … • use final ‘s’ to indicate plurals. Teaching aids: Student Book page 17.
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Introduction
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22 13
05/12/2012 15:23
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Introduction
Introduction
Readers
Web-based resources
A six-levelled structured reading programme sits alongside the first three grade levels of the series (K–2). We recommend that the typical student progress through two colour bands per grade level, but the reading programme has been designed so that students can progress through the levels at their own pace, according to their ability, so it may be used as a tool in intervention programmes. There are ten different readers at every level, which are a mix of non-fiction, fiction and phonics titles. Each level has strictly controlled vocabulary and grammatical structures to enable students to build up their reading skills gradually and progressively as they work through the series.
Assessment for each grade level can be found on our website (http://caribbean.pearson.com/ steppingstones). Here you will also find some teaching tips and resources for teaching literacy using Creole, which have been developed by regional linguists.
Just log in using the following details:
BLUE LEVEL
An integrated primary literacy and language arts course for the Caribbean
RED LEVEL
Bananas for Break fast
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Code: pskyp
GREEN LEVEL
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Th e
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Kofi wants bananas for breakfast, so he takes some from Efia’s tree. When Efia finds out, she deci des to teach him a lesson.
Ma ure en Ha sel hurst Andrew Sel by
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Stepping Stones is a literacy and language arts series Caribbean children. The designed specifically course includes student for books, teacher handbo anthologies, interactive oks, web support and a levelled reading programme. There are 10 readers in the blue level. To see the complete list readers and a structur of e map of the series, visit our website: http://caribbean.pears on.com/steppingstones
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www.pearson.com/caribb
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www.pearson.com/c
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Jane Langford
Michael Reid
Stepping Stones components
CVR_SSBB_REA_05CAR_04
17/12/2012 14:19
16_CVR.indd 2
03/01/2013 09:24
ORANGE LEVEL
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for designed specifically and language arts series oks, Stepping Stones is a literacy books, teacher handbo course includes student reading programme. Caribbean children. The web support and a levelled anthologies, interactive of see the complete list in the green level. To There are 10 readers our website: e map of the series, visit readers and a structur on.com/steppingstones http://caribbean.pears
Stepping Stones Student Book
An integrated primary literacy and language arts course for the Caribbean
Amazing Whales
CVR_SSWW_REA_0
Stepping Stones Reading Support
Barbados
OECS*
Trinidad and Tobago
Jamaica
Red and Orange level readers
Reception
Kindergarten
Infant 1
Kindergarten
1
Yellow and Green level readers
Infant A
Grade 1
Infant 2
Grade 1
2
Blue and Purple level readers
Infant B
Grade 2
Standard 1
Grade 2
3
Anthology One
Class 1
Grade 3
Standard 2
Grade 3
4
Anthology Two
Class 2
Grade 4
Standard 3
Grade 4
5
Anthology Three
Class 3
Grade 5
Standard 4
Grade 5
6
Anthology Four
Class 4
Grade 6
Standard 5
Grade 6
02/01/2013 15:14
Whales are the bigg est, heaviest and loudest animals in the ocean. What else can we find out abo ut whales?
or the ?
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PURPLE LEVEL
aribbean
www.pearson.com/c
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The following chart can be used as a guide to selecting the correct Stepping Stones components for use in your classrooms:
K
YELLOW LEVEL An integrated primary literacy and language arts course for the Caribbea n
Looking at materia ls
ean
Alison Hawes
Look at the animals in this book. Can you find out wh at they are made of?
www.pearson.com/caribb
son Sue Davis and Jeni Wil
mplete r
20/12/2012 11:07
Stepping Stones is a literac y and language arts series designed specifically for Caribbean childre n. The course includes student books , teacher handbooks, anthologies, interactive web suppo rt and a levelled readin g programme. There are 10 readers in the yellow level. To see the complete list of readers and a structu re map of the series, visit our website: http://caribb ean.pearson.com/stepping stones
Stepping Stones is a literacy and language arts series Caribbean children. The designed specifically course includes student for books, teacher handbo anthologies, interactive oks, web support and a levelled reading programme. There are 10 readers in the purple level. To see the complete list readers and a structur of e map of the series, visit our website: http://caribbean.pears on.com/steppingstones
www.pearson.com/c
aribbean
Jillian Powell
CVR_SSAW_REA_05CAR_57
65_CVR.indd 2
www.pearson.com/caribb
ean
03/01/2013 13:19
* OECS includes the following territories: Anguilla, Antigua & Barbuda, British Virgin Islands, Dominica, Grenada, Montserrat, St kitts & Nevis, St Lucia, St Vincent & the Grenadines.
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Stepping Stones is a complete literacy and language arts series designed specifically for Caribbean children. The course includes: • seven levels of student books and teacher handbooks that provide complete primary curriculum coverage. • four anthologies to provide extra reading practice for the top four levels of the course. • a six-levelled structured reading programme to support children learning to read. • interactive digital support.
An integrated primary literacy and language arts course for the Caribbean
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TEACHER HANDBOOK K
Stepping Stones Teacher Handbook K
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An integrated primary literacy and language arts course for the Caribbean
TEACHER HANDBOOK K
This handbook contains reduced pages of the student book for easy reference together with suggested lesson plans, additional stimulus for topics and assessment support. Additional assessment options and a full structure map of the Stepping Stones series are available via our website: http://caribbean.pearson.com/stepping stones Which Stepping Stones products should I be using in my classroom? Stepping Stones Student Book
Stepping Stones Reading Support
Barbados
Trinidad and Tobago
Jamaica
K
Red and Orange level readers
Reception
Kindergarten
Infant 1
Kindergarten
1
Yellow and Green level readers
Infant A
Grade 1
Infant 2
Grade 1
2
Blue and Purple level readers
Infant B
Grade 2
Standard 1
Grade 2
3
Anthology One
Class 1
Grade 3
Standard 2
Grade 3
4
Anthology Two
Class 2
Grade 4
Standard 3
Grade 4
5
Anthology Three
Class 3
Grade 5
Standard 4
Grade 5
6
Anthology Four
Class 4
Grade 6
Standard 5
Grade 6
OECS*
* OECS includes the following territories: Anguilla, Antigua & Barbuda, British Virgin Islands, Dominica, Grenada, Montserrat, St Kitts & Nevis, St Lucia, St Vincent & the Grenadines.
www.pearson.com/caribbean
Nick Coates